A study on learners' readniness for autonomous learning of english as a foreign language

Koçak, Ayfer
The purpose of this study is to investigate whether, or not, students attending English Language Preparatory School at Baskent University are ready to be involved in autonomous language learning. This study also argues that before any interventions aiming at fostering autonomy are implemented, it is necessary to explore learners̕ readiness for autonomous learning in four different areas. These areas are as follows: (a) Learners̕ motivation level in learning English, (b) Learners̕ use of metacognitive strategies in learning English, (c) Learners̕ responsibility perception of their own and their teachers̕ in learning English and (d) Learners̕ practice of English in the outside class activities. The questionnaire used in the study was administered to 186 students attending Preparatory School of Baskent University. The data analysis was carried out through quantitative (frequencies, means, standard deviations, t-test and one-way ANOVA) analysis techniques. The results of the study indicated that majority of the students had high motivation. Another result revealed that the students tended to use some metacognitive strategies like self-monitoring and self-evaluation. The third result showed that the learners considered the teacher as more responsible for most of the tasks during their own learning process. Fourthly, majority of the students tended to be spending quite little time for out-of-class activities to improve their English. The fifth result displayed that females and elementary learners had higher motivation in learning English, but a significant difference was not in the motivation level concerning the learners̕ major field. The sixth result pointed out that females used more metacognitive strategies in learning English; however, proficiency level and major field of the learners were not found to be significant factors in the use of metacognitive strategies. The


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This study aims to investigate the relationship between emotional intelligence skills and foreign language anxiety levels of students from Atılım University Preparatory School, in addition to looking at Foreign Language Anxiety (FLA) and Emotional Intelligence (EI) in relation to gender, high-school background, foreign language background and the level of exposure to English. In the data gathering process, 436 students from a private university preparatory school participated. The data were collected in thr...
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Fatih, Ürün; Engin Demir, Cennet; Akar, Hanife (2014-01-01)
The present study aims to identify the practices of ELT high school teachers to foster learner autonomy and to examine the differences with respect to the background variable of gender. The participants of the study were ELT high school teachers in the province of İzmir, Turkey (N=118). Data were collected by means of Autonomy Practices Questionnaire, which is a structured quantitative and qualitative measure. The analysis revealed that ELT teachers are highly motivated to foster autonomy through some parti...
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Kızmaz, Zülal; Savaş, Perihan; Department of English Language Teaching (2019)
The purpose of the present study was to investigate the effects of computer-assisted language learning (CALL) on learner autonomy. In order to do that, the study was conducted as a quasi-experimental study with an experimental group and a control group. The participants were 50 English as a foreign language (EFL) learners studying in the preparatory school of a state university in Ankara, Turkey. As part of the study, a CALL treatment that aimed to foster learner autonomy was designed and implemented in the...
A Video case study on TPACK indicators in technology enhanced language teaching classrooms in Turkey
Dönmez, Melek; Baran, Evrim; Gökalp, Gökçe; Department of Educational Sciences (2016)
The purpose of the study is to identify indicators of English language teachers’ technological pedagogical content knowledge (TPACK) observed in language teaching classrooms. The case study examined 5 different cases comprising of 5 different English language teachers as participants and 5 different technology enhanced language teaching classrooms using video study method. The data sources included semi-structured pre- and post-interviews and video recordings of lessons. The qualitative analysis of the vide...
An Investigation into the Cultural Dimension in EFL Classes: Turkish Instructors' Views and Practices
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The current study aims to investigate how Turkish English as a foreign language (EFL) teachers understand the cultural component in language classes and the extent to which they feel to have opportunities to raise cultural awareness. The views on and approaches to cultural issues of ten English language instructors teaching at the tertiary level across state and private universities in Turkey have been examined in this regard. A qualitative-quantitative mixed-method design using a questionnaire and semi-str...
Citation Formats
A. Koçak, “A study on learners’ readniness for autonomous learning of english as a foreign language,” M.S. - Master of Science, Middle East Technical University, 2003.